Dakeyan C. Graham

Accomplished Practice # 1: Assessment

Illustration # 2

Source of Illustration

MUE 3330

Professor

Dr. Russell L. Robinson

Semester

Spring 2006

Type of Assignment

This assessment example stems from a portion of a lesson plan developed and used in teaching a sixth grade music class at Lincoln Middle School. The students attending the class were engaged in a musical lesson evaluating both musical knowledge and identification/correlation skills involving musical symbols. Various assessment techniques were used ranging from vocal response to critical thinking questions to a simple evaluation of past knowledge with call and response participation identification exercises.

Description of Assignment

I was teaching a lesson at Lincoln Middle School in an effort to become more acquainted with teaching an actual class, as opposed to teaching my peers and having them act as though they were in middle school; real life representative on-the-job training. The students of MUE 3330 are required to create a lesson plan in which they are given examples of previous lesson plans. They are able to choose what musical topics they wish to cover as long as the actual music teacher is in compliance with that lesson. The students then prepare visual aids and whatever other materials they need to be able to engage the class and teach as if they were the teachers in the class. This lesson plan demonstrates Accomplished Practice #1 in the following ways:

• Uses assessment techniques appropriate to the grade level and students
• Employs a variety of assessment techniques
• Assesses individual and group musical performance and gives specific behavioral instruction for improvement
• Assesses learning in a positive, non-threatening manner

Artistic Processes/Medium

This is a responding example in that the students were required to respond to various types of audio and visual stimuli. The students were assessed according to the response they gave back with question/answer, symbol identification, and listening exercises. The teacher would ask the students to identify a musical symbol either in their music or one drawn on the board. They were also asked to discuss what they learned and what was covered at the conclusion of the class.

Rationale

This lesson plan contains many examples of assessment because the students were evaluated multiple times and on different comprehensible levels. On one level, the students were given the opportunity to answer as individuals of a class; another, the students were asked a broad question about the meaning behind a musical symbol. This demonstrates the Accomplished Practice by giving an opportunity for both the teacher and the students to identify the level of understanding in the classroom in a comprehensible way.

Illustration

This was a portion of a lesson plan that was used in teaching a second grade music class at Lincoln Middle School. Various assessment techniques were used at the end of every activity as a method of transition into the next exercise. After warming up with the long tone exercise, for example, the students were asked about the meaning of various dynamic symbols; before sight reading a new piece of music from the Treasury of Scales book, the students were asked to identify various key signatures. To see the exact layout of the assessment methods and how they fit into the lesson plan, see Lesson Plan.

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